The effect of music instruction on phonemic awareness in beginning readers
The effect of music instruction on phonemic awareness in beginning readers
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DOI：
10.2307/3598679
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发表时间：
2005-09-01
影响因子：
1.4
通讯作者：
Gromko, JE
中科院分区：
文献类型：
--
作者：
Gromko, JE
本研究的目的是确定音乐教学是否与幼儿的音素意识的发展，特别是在他们的音素分割流畅性的显着收益。从2004年1月开始，并持续到2004年4月底，每个四个完整的教室幼儿园的孩子（n = 43）从一所小学教音乐的四个先进的音乐方法的学生之一。附近的大学。幼儿园儿童（n = 60）在第二小学作为对照组。数据分析显示，幼儿园儿童谁收到4个月的音乐教学显示显着更大的收益，在发展中国家的音素分割流畅性相比，儿童谁没有收到音乐指令，t = -3.52 df = 101，p =。001.研究结果支持了一个近迁移假说，即积极的音乐制作和声音与发育适当的符号的联系可能会发展出类似于将口语单词分割成音素所需的认知过程。
The purpose of this study was to determine whether music instruction was related to significant gains in the development of young children's phonemic awareness, particularly in their phoneme-segmentation fluency. Beginning in January 2004 and continuing through the end of April 2004, each of four intact classrooms of kindergarten children (n = 43) from one elementary school were taught music by one of four advanced music-methods students from. a nearby university. Kindergarten children (n = 60) at a second elementary school served as the control group. An analysis of the data revealed that kindergarten children who received 4 months of music instruction showed significantly greater gains in development of their phoneme segmentation fluency when compared to children who did not receive music instructions, t = -3.52 df = 101, p =. 001. The results support a near-transfer hypothesis that active music-making and the association of sound with developmentally appropiate symbols may develop cognitive processes similar to those needed for segmentation of a spoken word into its phonemes.